Journal Review 2

Action Research in the Secondary Science Classroom : Student Response to Differentiated, Alternative Assesment.

Faith H. Waters
Patricia S. Smeaton
East Stroudsburg University of Pensylvania

Todd G. Burns
Pocono Mountain East High School

The purpose of this action research is to study the perception of students to differentiated, alternative assessment model in a secondary science classroom. A teacher always facing choices of methods to improve teaching and learning. It is not an easy task to discern which new reform that will benefit the particular academic area or classroom.

Differentiated, alternative assessment is defined as hybrid of alternative assessment (Mueller et. Al, 2001) which combines non-traditional assessments such as projects, presentations and performances with the elements of choice, variety and individualization of differentiated instruction.

The participant in this action research consists of all students enrolled in a high school earth and space science course. Teacher implemented this kind of assessment in topic areas that emphasized on astronomy, geology, meteorology and hydrology. The data collection was using a Likert-style survey created by the teacher.

The data collection started with sharing the assessment rubric with students. Then the students choose the type of assessment activity to complete and whether to work alone or in small group followed by the selection of products to create. Examples of products are board game and three-dimensional models, computer presentations, web pages, brochures, newspaper, formal or creative writings, live performances, or a combination of these. Time frame was three, 90 minutes periods plus time after school. Students then have their own discussion. The teacher just monitor from time to time. Finally the students will present their work and submit all the materials to teacher.

Methodology
It took 90 days to complete five differentiated, alternative assessment. Data were collected using forced-response survey consisting of 24 questions and an open-ended, two-item questionnaire. Both surveys were created by teacher.

Findings
Most of the data response concerning choice shows significant result. Students claimed that they like the idea of having choices, they work hard, comfortable with their own choices, believe they were in control of their work and successfully complete the task given. But not all students are in favor of the differentiated, alternative assessment, some of them still prefer multiple-choice assessment because the tests were more straightforward, better organized, more detailed, makes them think and no guidelines involved.

Discussion
Majority students favor the long-term alternative assessment over standard multiple-choice tests. They claim that it gave the students autonomy which according to Gurian (1998) and Pipher (1994) is a significant step in healthy adolescent maturation.

Limitations and recommendations
First limitation, is the sample was small and no data were collected to determine if the students had truly learn more, achieved higher grades or understood better by engaging in the differentiated, alternative assessment. Second, the differentiated alternative assessment were only compare to multiple choice assessment, so the students’ attitude regarding other forms of traditional assessment is not investigated. Bigger sample and more comparisons should be used in similar action research in future.

Conclusion
Teachers need to teach and asses each students in ways that facilitate and maximize learning. They also need to don new hat that of teacher-researcher, in order to continually evaluate their institutional practices in search of increased learning for all students.